Assessment of student-teachers' digital competencies across educational aspects: the current status and areas for improvement DOI Creative Commons
Raymond Mutasingwa Bitegeko, Godlove Lawrent, Juhudi Cosmas

и другие.

Educational Dimension, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 5, 2024

In the present digital age, improved teacher competencies are increasingly becoming an important component of teachers' qualifications. The purpose this study was to investigate level student-teachers and probe areas for improvement. subject undergraduate in their final year Bachelor Education degree programmes from College at one public Universities Tanzania. Purposive convenience sampling techniques were employed get a sample 549 participants. UNESCO ICT Competency Framework Teachers (ICT CFT) as theoretical framework. quantitative approach descriptive cross-sectional design. Data collected through online survey that included six competency linked professional practices. analysis procedures inferential analysis. findings revealed perceived moderately higher knowledge acquisition low deepening CFT. results also demonstrated more competent integrating technology educational aspects indirectly teaching (e.g. learning, organization administration) less directly classroom pedagogy, curriculum assessment). further established positive statistically significant association between student-teachers' levels. signify importance developing across all aspects. However, order guarantee integration teaching, it is recommended education focus on improving pedagogical

Язык: Английский

Assessment of student-teachers' digital competencies across educational aspects: the current status and areas for improvement DOI Creative Commons
Raymond Mutasingwa Bitegeko, Godlove Lawrent, Juhudi Cosmas

и другие.

Educational Dimension, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 5, 2024

In the present digital age, improved teacher competencies are increasingly becoming an important component of teachers' qualifications. The purpose this study was to investigate level student-teachers and probe areas for improvement. subject undergraduate in their final year Bachelor Education degree programmes from College at one public Universities Tanzania. Purposive convenience sampling techniques were employed get a sample 549 participants. UNESCO ICT Competency Framework Teachers (ICT CFT) as theoretical framework. quantitative approach descriptive cross-sectional design. Data collected through online survey that included six competency linked professional practices. analysis procedures inferential analysis. findings revealed perceived moderately higher knowledge acquisition low deepening CFT. results also demonstrated more competent integrating technology educational aspects indirectly teaching (e.g. learning, organization administration) less directly classroom pedagogy, curriculum assessment). further established positive statistically significant association between student-teachers' levels. signify importance developing across all aspects. However, order guarantee integration teaching, it is recommended education focus on improving pedagogical

Язык: Английский

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